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Are Vocational School of Health Services Students Ready for Interprofessional Education?

Year 2020, , 77 - 85, 30.12.2020
https://doi.org/10.25282/ted.670869

Abstract

Background


Interprofessional education (IPE) is the process of learning about and from each other in order to improve the quality of health care and collaboration of two or more health profession in the fields of medicine, health, and social services. The aim of IPE is to provide a holistic approach to care, to coordinate and solution-oriented activities and to set more flexible working standards. IPE is present in various health professions’ curriculum in the world. There is a need for development of educational programs on this subject in Vocational School of Health Services in our country. In order for a successful program, it is critical that it is accepted by faculty, students, and educational managers. For this reason, the readiness of the students should be examined during the program development stage in IPE. The aim of this study was to determine the readiness of Vocational School of Health Services’ students for IPE.


Methods


The study is in cross-sectional design. Students were selected by convenience sampling method. The data were collected at four Vocational Schools of Health Services in Turkey using the Readiness for Interprofessional Learning Scale (RIPLS) developed by Parsell and Bligh (1999). Descriptive statistics and Student's t-tests were used in data analysis.


Results


The number of the students participating in the study was 724 (%68,6). The mean total score for the RIPLS was 70.8±10.6(min.19-max.95). The mean scores for the subscales 1-2-3 were respectively 35.9±6.4(min.9-max.45); 25.1±4.6(min.21-max.35); and 9.7±2.6(min.3- max.15). There were significant differences between the mean total scores according to gender, year of study, satisfaction with their departments, and perception of success. Female students, first-year students, students who reported high satisfaction, and those whose perception of success was good obtained significantly higher mean total scores than their counterparts.


Conclusion


As a result of the study, it was found that Vocational School of Health Services students were ready for IPE. It is planned to design training programs on the subject.

References

  • Horsburgh M, Lamdin R, Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. Medical Education; 2001;35:876-883.
  • Hammick M, Olckers L, Campion-Smith C. Learning in interprofessional teams: AMEE Guide no. 38. Medical Teacher; 2009;31, 1-12.
  • Domac S, Anderson E. Is this the right time to join Turkey to the European interprofessional education community? Journal of Interprofessional Care; 2012; 26:83-84. (doi: 10.3109/13561820.2011.647127)
  • MI, Wai-chi Chan S, Wong L, Tan ML, Liaw SY. Are first-year healthcare undergraduates at an Asian university ready for interprofessional education? Journal of Interprofessional Care; 2013; 27:341-343.
  • Parsell G, Bligh J. The development of a questionnaire to assess the readiness of healthcare students for interprofessional learning (RIPLS). Med Educ; 1999; 33:95-100.
  • Domac S, Fidan MB, Sobacı F, Yıldırım A, Soydaş P, Özkent T. The importance of amalgamating interprofessional education to the higher education curriculum in Turkey. Journal of Higher Education; 2014;4(1):9-13.
  • Visser Cora LF, Ket Johannes CF, Gerda C, Kuruskar RA. Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature. BMC Med Educ; 2017;17:77.
  • Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, McFadyen A, Rivera J, Kitto S. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher; 2017; 38, 7:656-668.
  • CAIPE. Interprofessional Education- A definition. London: Centre for the Advancement of Interprofessional Education. 1997.
  • Barr H. New NHS, new collaboration, new agenda for education. Journal of Interprofessional Care; 2000;14, 81-86.
  • Reid R, Bruce D, Allstaff K, McLernon D. Validating the Readiness for Interprofessional Learning Scale (RIPLS) in the postgraduate context: are health care professionals ready for IPL? Medical Education; 2006; 40:415-422.
  • Mellor R, Cottrell N, Moran M. Just working in a team was a great experience…"-Student perspectives on the learning experiences of an interprofessional education program. Journal of Interprofessional Care; 2013; 27:292-297.
  • World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Geneva: Department of Human Resources for Health.WHO Press, World Health Organization.
  • Maeno T, Takayashiki A, Anme T, Tohno E, Hara A. Japanese students‘ perception of their learning from an interprofessional education program: a qualitative study. International Journal of Medical Education; 2013;4:9-17.
  • CIPW. Creating an interprofessional workforce: An education and training framework for health and social care in England. In: Hughes L, (Ed). Department of Health Project. 2007. CAIPE. Retrieved from http://www.cipw.org.uk was available on 12.01.2011.
  • Lauffs M, Ponzer S, Saboonchi F, Lonka K, Hylin U, Mattiasson A. Cross-cultural adaptation of the Swedish version of Readiness for Interprofessional Learning Scale (RIPLS). Medical Teacher; 2008;42:405-411.
  • Dent J, Harden R M, & Hunt D. A practical guide for medical teachers. Elsevier Health Sciences. 2017.
  • National Undergraduate Medical Education Core Curriculum, Turkey (NUMECC). (2014). Retrieved from http://www.yok.gov.tr/documents/10279/27821052/tip_fakultesi_cekirdek_egitim_mufredati.pdf
  • Sayek I. A Handbook of Medical Teachers. Ankara. 2015.
  • Matsui, Y. Current Practices of Inter-professional Education at University of East Anglia, UK―Its implication to the A University―. Niigata journal of health and welfare, 2010; 10(1), 65-72.
  • Levine, C. B., Ansar, M., Dimet, A., Miller, A., Moon, J., Rice, C., ... & Sarraj, H. Student Evaluation of Interprofessional Experiences Between Medical and Graduate Biomedical Students. Journal of Research in Interprofessional Practice and Education, 2019; 9(1).
  • Student Selection and Placement Center (OSYM) preference guide, 2017.
  • Gilbert H.V.J. Interprofessional learning and higher education structural barriers. Journal of Interprofessional Care; 2005; 19(Suppl 1), 87-106.
  • Ergonul E, Baskurt F, Yilmaz ND, Baskurt Z, Asci H, Koc S, & Temel UB. Reliability and validity of the readiness for interprofessional learning scale (RIPLS) in Turkish speaking health care students. Acta medica mediterranea; 2018;34(3): 797-803.
  • Mahler C, Schwarzbeck V, Mink J, Goetz K. Students’ perception of interprofessional education in the bachelor programme “Interprofessional Health Care” in Heidelberg, Germany: an exploratory case. BMC Medical Education; 2018;18:19.
  • Schwarzbeck V, Hundertmark J, Wipfler K, Mahler C, Frankenhauser S, Schultz JH. Suggestions for interprofessional educational courses from a students’ perspective- a qualitative study. GMS Journal for Medical Education; 2019;36(1):1-13.

Meslek Yüksek Okulu Öğrencileri Mesleklerarası Eğitime Hazır mı?

Year 2020, , 77 - 85, 30.12.2020
https://doi.org/10.25282/ted.670869

Abstract

Amaç


Meslekler arası eğitim (IPE); tıp, sağlık ve sosyal hizmet alanları içerisinde iki veya daha fazla meslekten öğrenenin, iş birliğini ve hizmet niteliğini arttırmak amacıyla, birbirleri hakkında ve birbirlerinden öğrenme sürecidir. IPE ile bütüncül bir bakım anlayışı, sağlık ve sosyal hizmet çalışmalarının birbirleriyle koordine ve çözüm odaklı çalışmaları, daha esnek çalışma standartlarının belirlenmesi hedeflenmektedir. IPE dünyada çeşitli sağlık meslekleri eğitimi müfredatında yer almaktadır. Ülkemizde Sağlık Hizmetleri Meslek Yüksekokullarında bu konuda eğitim programlarının geliştirilmesine ihtiyaç vardır. Bir eğitim programının başarılı olabilmesi için öğretim üyeleri, öğrenciler ve eğitim yöneticileri tarafından kabul edilmesi kritiktir. Bu nedenle meslekler arası eğitim konusunda program geliştirme aşamasında öğrencilerin hazırbulunuşluğu incelenmelidir. Bu çalışmanın amacı, Sağlık Hizmetleri Meslek Yüksekokulu öğrencilerinin meslekler arası eğitime hazır olup olmadıklarının belirlenmesidir.


Gereç ve Yöntem


Çalışma kesitsel olarak tasarlanmış ve Türkiye’deki dört Sağlık Hizmetleri Meslek Yüksekokulu’nda yürütülmüştür. Uygun örnekleme yöntemi kullanılan araştırmada ölçme aracı olarak Parsell and Bligh (1999) tarafından geliştirilen Meslekler arası Eğitime Hazırbulunuşluk Ölçeği (RIPLS) kullanılmıştır. Veri analizinde tanımlayıcı istatistikler ve Student t-testi uygulanmıştır.


Bulgular


Çalışmaya 724 (%68,6) öğrenci katılmıştır. RIPLS için ortalama toplam puan 70.8 ± 10.6 (min.19-maks.95) bulunmuştur. Alt ölçekler 1-2-3 için ortalama puanlar sırasıyla 35.9 ± 6.4 (min.9-maks.45); 25.1 ± 4.6 (min.21-max.35); ve 9.7 ± 2.6 (min.3- maks.15). Cinsiyet, eğitim yılı, memnuniyet ve başarı algısına göre ortalama toplam puanlar arasında anlamlı farklar bulunmuştur. Kız öğrenciler, birinci sınıf öğrencileri, yüksek memnuniyet bildiren öğrenciler ve başarı algısı iyi olan öğrenciler, ortalamalarına göre anlamlı olarak daha yüksek toplam puanlar almıştır.


SONUÇ


Ölçek puanlarına bakıldığında, Sağlık Hizmetleri Meslek Yüksekokulu öğrencilerimizin meslekler arası eğitim için hazır oldukları görülmektedir. Önümüzdeki dönemde konu ile ilgili bir eğitim programı planlanmaktadır.

References

  • Horsburgh M, Lamdin R, Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. Medical Education; 2001;35:876-883.
  • Hammick M, Olckers L, Campion-Smith C. Learning in interprofessional teams: AMEE Guide no. 38. Medical Teacher; 2009;31, 1-12.
  • Domac S, Anderson E. Is this the right time to join Turkey to the European interprofessional education community? Journal of Interprofessional Care; 2012; 26:83-84. (doi: 10.3109/13561820.2011.647127)
  • MI, Wai-chi Chan S, Wong L, Tan ML, Liaw SY. Are first-year healthcare undergraduates at an Asian university ready for interprofessional education? Journal of Interprofessional Care; 2013; 27:341-343.
  • Parsell G, Bligh J. The development of a questionnaire to assess the readiness of healthcare students for interprofessional learning (RIPLS). Med Educ; 1999; 33:95-100.
  • Domac S, Fidan MB, Sobacı F, Yıldırım A, Soydaş P, Özkent T. The importance of amalgamating interprofessional education to the higher education curriculum in Turkey. Journal of Higher Education; 2014;4(1):9-13.
  • Visser Cora LF, Ket Johannes CF, Gerda C, Kuruskar RA. Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature. BMC Med Educ; 2017;17:77.
  • Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, McFadyen A, Rivera J, Kitto S. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher; 2017; 38, 7:656-668.
  • CAIPE. Interprofessional Education- A definition. London: Centre for the Advancement of Interprofessional Education. 1997.
  • Barr H. New NHS, new collaboration, new agenda for education. Journal of Interprofessional Care; 2000;14, 81-86.
  • Reid R, Bruce D, Allstaff K, McLernon D. Validating the Readiness for Interprofessional Learning Scale (RIPLS) in the postgraduate context: are health care professionals ready for IPL? Medical Education; 2006; 40:415-422.
  • Mellor R, Cottrell N, Moran M. Just working in a team was a great experience…"-Student perspectives on the learning experiences of an interprofessional education program. Journal of Interprofessional Care; 2013; 27:292-297.
  • World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Geneva: Department of Human Resources for Health.WHO Press, World Health Organization.
  • Maeno T, Takayashiki A, Anme T, Tohno E, Hara A. Japanese students‘ perception of their learning from an interprofessional education program: a qualitative study. International Journal of Medical Education; 2013;4:9-17.
  • CIPW. Creating an interprofessional workforce: An education and training framework for health and social care in England. In: Hughes L, (Ed). Department of Health Project. 2007. CAIPE. Retrieved from http://www.cipw.org.uk was available on 12.01.2011.
  • Lauffs M, Ponzer S, Saboonchi F, Lonka K, Hylin U, Mattiasson A. Cross-cultural adaptation of the Swedish version of Readiness for Interprofessional Learning Scale (RIPLS). Medical Teacher; 2008;42:405-411.
  • Dent J, Harden R M, & Hunt D. A practical guide for medical teachers. Elsevier Health Sciences. 2017.
  • National Undergraduate Medical Education Core Curriculum, Turkey (NUMECC). (2014). Retrieved from http://www.yok.gov.tr/documents/10279/27821052/tip_fakultesi_cekirdek_egitim_mufredati.pdf
  • Sayek I. A Handbook of Medical Teachers. Ankara. 2015.
  • Matsui, Y. Current Practices of Inter-professional Education at University of East Anglia, UK―Its implication to the A University―. Niigata journal of health and welfare, 2010; 10(1), 65-72.
  • Levine, C. B., Ansar, M., Dimet, A., Miller, A., Moon, J., Rice, C., ... & Sarraj, H. Student Evaluation of Interprofessional Experiences Between Medical and Graduate Biomedical Students. Journal of Research in Interprofessional Practice and Education, 2019; 9(1).
  • Student Selection and Placement Center (OSYM) preference guide, 2017.
  • Gilbert H.V.J. Interprofessional learning and higher education structural barriers. Journal of Interprofessional Care; 2005; 19(Suppl 1), 87-106.
  • Ergonul E, Baskurt F, Yilmaz ND, Baskurt Z, Asci H, Koc S, & Temel UB. Reliability and validity of the readiness for interprofessional learning scale (RIPLS) in Turkish speaking health care students. Acta medica mediterranea; 2018;34(3): 797-803.
  • Mahler C, Schwarzbeck V, Mink J, Goetz K. Students’ perception of interprofessional education in the bachelor programme “Interprofessional Health Care” in Heidelberg, Germany: an exploratory case. BMC Medical Education; 2018;18:19.
  • Schwarzbeck V, Hundertmark J, Wipfler K, Mahler C, Frankenhauser S, Schultz JH. Suggestions for interprofessional educational courses from a students’ perspective- a qualitative study. GMS Journal for Medical Education; 2019;36(1):1-13.
There are 26 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Original Article
Authors

Funda Tengiz 0000-0002-8491-9190

Esin Ergönül 0000-0003-0126-8108

Nilüfer Demiral Yilmaz 0000-0002-1305-3035

Selcen Oncu 0000-0001-6329-4227

Ebru Kalyoncu

Atila Akkoçlu 0000-0001-9479-1875

İlgi Şemin 0000-0001-8747-5145

Publication Date December 30, 2020
Submission Date January 6, 2020
Published in Issue Year 2020

Cite

Vancouver Tengiz F, Ergönül E, Demiral Yilmaz N, Oncu S, Kalyoncu E, Akkoçlu A, Şemin İ. Are Vocational School of Health Services Students Ready for Interprofessional Education?. TED. 2020;19(59):77-85.